Page 112 - Štremfel, Urška, and Maša Vidmar (eds.). 2018. Early School Leaving: Contemporary European Perspectives. Ljubljana: Pedagoški inštitut.
P. 112
ear ly school leaving: contempor ary european perspectives
majority pursue and complete technical training or vocational qualifica-
tions, helping to deliver high rates of overall completion. While high rates
are achieved, this occurs in the context of large social inequalities in pro-
gramme participation and access to university and the professions (Lamb,
2011). Switzerland has a wide range of measures for improving the quali-
ty and attractiveness of its VET programmes. The VET Case Management
programme is a specific measure, a national project (2008–2015) legal-
ly backed in the federal law on VET and implemented in all cantons. It
identifies vulnerable young people at an early stage and supports them in
a coordinated and structured way. Specialists help them enter VET dur-
ing their education and/or when they should enter the labour market. This
project is an example of IIZ coordination that demands a multi-agency ap-
proach (education, social affairs and employment (EC/EACEA/Eurydice/
Cedefop, 2014). The transitional programmes provide a pathway for young
people who cannot obtain an apprenticeship due to conditions in the job
market and the lack of opportunities provided by employers. For two-
thirds to three-quarters of young people in this situation, this results in
them going back to school or getting an apprenticeship (Polesel, Nizińska
& Kurantowicz, 2011). Motivation Semesters is a labour market programme
specially designed for unemployed young people. It offers them a fixed six-
month structure that allows them to choose their vocational pathways. In
the federal law on VET there is also an option for adults that gives them a
second chance to attain a VET certificate (EC/EACEA/Eurydice/Cedefop,
2014).
Conclusions
Although that Switzerland is not an EU member state and is not included
in the Europe 2020 framework and the issue of ESL has a relatively low pro-
file in the national context, a more in-depth insight shows that ESL and re-
lated phenomena are actually being considered. The fact there is a national
education document (EDI/EVD/EDK, 2011) which establishes the objec-
tive of 95% of the population aged below 25 years being an upper secondary
graduate is indicative. ESL is typically not addressed as a separate or specif-
ic issue, but given attention in the context of tackling poverty, supporting
students from risk groups, providing attractive VET, giving quality career
education and guidance, providing time out of school for students, estab-
lishing guidelines on how to the support personal, emotional and social de-
velopment of students. Moreover, multi-agency partnerships at the local/
112
majority pursue and complete technical training or vocational qualifica-
tions, helping to deliver high rates of overall completion. While high rates
are achieved, this occurs in the context of large social inequalities in pro-
gramme participation and access to university and the professions (Lamb,
2011). Switzerland has a wide range of measures for improving the quali-
ty and attractiveness of its VET programmes. The VET Case Management
programme is a specific measure, a national project (2008–2015) legal-
ly backed in the federal law on VET and implemented in all cantons. It
identifies vulnerable young people at an early stage and supports them in
a coordinated and structured way. Specialists help them enter VET dur-
ing their education and/or when they should enter the labour market. This
project is an example of IIZ coordination that demands a multi-agency ap-
proach (education, social affairs and employment (EC/EACEA/Eurydice/
Cedefop, 2014). The transitional programmes provide a pathway for young
people who cannot obtain an apprenticeship due to conditions in the job
market and the lack of opportunities provided by employers. For two-
thirds to three-quarters of young people in this situation, this results in
them going back to school or getting an apprenticeship (Polesel, Nizińska
& Kurantowicz, 2011). Motivation Semesters is a labour market programme
specially designed for unemployed young people. It offers them a fixed six-
month structure that allows them to choose their vocational pathways. In
the federal law on VET there is also an option for adults that gives them a
second chance to attain a VET certificate (EC/EACEA/Eurydice/Cedefop,
2014).
Conclusions
Although that Switzerland is not an EU member state and is not included
in the Europe 2020 framework and the issue of ESL has a relatively low pro-
file in the national context, a more in-depth insight shows that ESL and re-
lated phenomena are actually being considered. The fact there is a national
education document (EDI/EVD/EDK, 2011) which establishes the objec-
tive of 95% of the population aged below 25 years being an upper secondary
graduate is indicative. ESL is typically not addressed as a separate or specif-
ic issue, but given attention in the context of tackling poverty, supporting
students from risk groups, providing attractive VET, giving quality career
education and guidance, providing time out of school for students, estab-
lishing guidelines on how to the support personal, emotional and social de-
velopment of students. Moreover, multi-agency partnerships at the local/
112
